ArticleJournal of youth and adolescence2026
The Reciprocal Dynamics of Academic Achievement and School Burnout in Middle Schoolers: From Individual and Clique Perspectives.
Article in Journal of youth and adolescence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- How Peers Inform Adolescents' Academic Self-Concept and Achievement: A Three-Wave Random-Intercept Cross-Lagged Panel Analysis.Journal of youth and adolescence · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Adolescent school burnout is closely linked to academic achievement, while existing researches have remarkably concentrated on unidirectional relationships. This overlooks the dynamic, reciprocal nature of this link over time, as well as the roles of individual resources (e.g., self-esteem) and peer group contexts (e.g., clique academic norms) in developing this relationship, especially in Chinese junior high schools where academic achievement is prioritized. To explore these issues, the present study used two waves of longitudinal data (1 year interval) from 2,481 seventh-grade students (47.5% female; Mage = 13.27, SD = 0.67) across three Chinese junior high schools. Social Cognitive Mapping (SCM) identified 376 peer cliques, with an average clique size of 3.68 ( SD = 2.05). This study constructed a multilevel moderated mediation model, the results revealed three key findings: (1) academic achievement and school burnout were reciprocally predictive, with academic achievement exerting a stronger influence on later school burnout; (2) self-esteem mediated this link, higher academic achievement predicted greater self-esteem, which reduced school burnout; (3) clique academic engagement norms moderated the achievement-self-esteem link, with this relationship being stronger in cliques with high academic engagement norms, while was nonsignificant in low-norm cliques. By addressing limitations of previous cross-sectional studies, the results highlight the importance of peer group context and individual factors in understanding adolescent academic-psychological adaptation.
Indexed as
Identifiers
41160351What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.